Hello GSCD book study members!

Welcome to the GCSD blended collegial book study on Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond.

The purpose of the book study is to collaboratively support our work with culturally responsive teaching and to encourage dialogue among colleagues.  We will explore and discuss this text and additional optional readings as co-learners through a combination of in-person meetings, and online dialogue using this blog site.

In order to participate:

1. If you have not already done so, please register for this book study through MyLearningPlan.
2. Subscribe to this blog to receive notifications of new postings and comments.
3. Follow along with readings and participate in the in-person meetings and online dialogue.
4. Access optional “Going Deeper” readings from the page with that title (see link above), and feel free to comment on those as well.

The home page will display the most recent posts under this one.  Selected Invitation to inquiry questions as suggested by the author will be posted here with an invitation to respond  in the comments.  These questions are used just to spark discussion. Feel free to respond to the questions, or, add your own thoughts or reflections, pose additional questions, or respond to other comments. To leave a comment, simply click comment underneath the heading.

The goal is to complete the book by our March wrap-up meeting. Our reading and meeting schedule is posted on the page Book Study Reading and Meeting Schedule. Click the link above to access that page.

*LOOK* for the question prompts and discussion starters below (coming soon). Click on the blog post title in order to add your comments.

 

Ch. 8 & 9 discussion starters

Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. If you use a quote from the book in your comment, be sure to include the page number.

Chapter 8:

• How do you incorporate information processing into your lessons currently?
• Where do you see opportunity for incorporating more information processing activities in your instruction?

Chapter 9:

• What are the different talk structures in your classroom?
• What routines and rituals are in operation? What do they accomplish? Are they aligned with cultural practices significant to your students?

Chapters 6 & 7 discussion starters

Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. If you use a quote from the book in your comment, be sure to include the page number.

Chapter 6:

• In what ways are you being an ally to your students?
• What might you do differently in offering more wise feedback?

Chapter 7:

• Based on what you know about the features of a growth mindset, where are your students in relationship to some of those elements?
• What are some comment features of your dependent students’ explanatory stories?

 

Chapters 4 & 5 discussion starters

Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. If you use a quote from the book in your comment, be sure to include the page number.

Chapter 4:

• What student social and learning behaviors trigger you in the classroom? What bias or assumptions might be behind your triggers?

Chapter 5:

• How can you learn more about what would help your students feel safe and trusting from their perspective and experiences? How do you create a sense of trust and safety in your relationship with your students? Do you do this deliberately or randomly?

 

Chapters 2 & 3 discussion starters:

Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. If you use a quote from the book in your comment, be sure to include the page number.

Chapter 2:

• The author describes two cultural archetypes shes thinks are important to know – collectivism and individualism (p. 25-27). What would you say are the cultural archetypes operating among your students? What cultural practices do you see enacted?

Chapter 3:

• How do principles of neuroscience influence your teaching? What “brain rules” guide your lesson design?

Introduction + Ch. 1 discussion starters:

Use these discussion starters by responding to one or more of the prompts, or share a reflection or question of your own in the comments. If you use a quote from the book in your comment, be sure to include the page number.

Introduction: In a discussion about underserved students lacking cognitive resources, Hammond claims, “Boykin and Noguera (2011) said it best, ‘when such assets are not yet part of a student’s repertoire, educators must directly provide for their acquisition and use…’ (p. 114)” (p. 6).

Do you agree or disagree?

Chapter 1: How do you support struggling students to become independent learners?